Examining perceptions of middle school students and their educators about their service-learning experiences
Anita Stewart McCafferty, Assistant Principal, Mattanawcook Junior High School [amccafferty@rsu67.org]
Keywords: Phenomenology, rural middle school youth, community partners, professional development
Conference track: K-12 civic and learning outcomes
Format: Poster presentation
Summary
This phenomenological study was designed to discover how rural, middle school youth and their educators who experience service-learning projects perceive their effects to be on their school and community lives. The study describes: (a) how youth, their educators, and community partners who experience service learning perceive its effects on themselves, their schools, and their community lives, and (b) how professional development opportunities need to be structured in order to encourage high quality civics education instruction.
This study relied heavily upon in-depth interviews of nine middle school students, six middle school educators, and one community partner. This study explored the perceptions and experiences of rural middle school students and their educators around service-learning projects and explored the following research questions:
What are the effects of service-learning projects on rural middle school students?
How do service-learning experiences impact students’ views of their roles in schools and society?
What kinds of professional-development opportunities will educators need to effectively engage their students in high-quality service-learning projects?
This study uses two theories as its conceptual framework: Dewey’s Theory of Democracy and Constructivist Learning Theory. The findings suggest that rural middle school students, their educators, and community partners shared a common definition of service-learning, in which the following four defining qualities emerged: authentic needs are met; learning is applied outside of the classroom; academic knowledge and skills are learned; and civic learning/volunteerism is embedded in the experience.
Findings from this study support the need for ample opportunities for youth to engage in democratic experiences, practice citizenship skills, and enhance these lifelong skills in ways that empower youth to make a positive difference in their communities. Effective civic education programs are needed to ensure that schools are fulfilling the civic missions of public education.
Andolina, M., Keeter, S., Zukin, C., & Jenkins, K. (2003). A guide to the index of civic and political engagement. College Park, MD: The Center for Information and Research on Civic Learning and Engagement. Retrieved from http://www.civicyouth.org/
Battistoni, R. (2006). Approaching democratic engagement: Research findings on civic learning and civic practice. In K. Casey, G. Davidson, S. Billig, & N. Springer (Eds.), Advancing knowledge in service-learning: Research to transform the field (pp. 3-16). Greenwich, CT: Information Age.
Bennett, L. (2008). Civic learning in changing democracies: Challenges for citizenship and civic education. Journal of Media Literacy, 55(3), 6–7. Retrieved from http://journalofmedialiteracy.org/
Billig, S. H. (2000). Research on K-12 school-based service-learning: The evidence builds. Phi Delta Kappan, 81(9), 658–664. Retrieved from http://www.kappanmagazine.org/
Billig, S. H. (2006). G2G: Growing to greatness 2006: The state of service-learning projects. St. Paul, MN: National Youth Leadership Council.
Billig, S. H., & Root, S. (2006). Maximizing civic commitment through service-learning: Case studies of effective high school classrooms. In K. Casey, G. Davidson, S. Billig, & N. Springer (Eds.), Advancing knowledge in service-learning: Research to transform the field (pp. 17-44). Greenwich, CT: Information Age.
Billig, S. H. (2008b). Progress monitoring. RMC Research Corporation. Retrieved from ttp:www.servicelearning.org/filemanager/download/8315_progress_monitoring.pdf
Boyd, B. L. (2000). Youth for community action: Leadership for inner-city youth. College Station, TX: Texas A&M University.
Bradford, M. (2005). Motivating students through project-based service-learning. T.H.E. Journal, 32, 29. Retrieved from http://thejournal.com/Home.aspx
Brown, E., & Howard, B. (2005). Becoming culturally responsive teachers through service-learning: A case study of five novice classroom teachers. Multicultural Education, 12(4), 2-8. Retrieved from http://www.eric.ed.gov/PDFS/EJ727793.pdf
Bruner, J. (1965). The growth of mind. American Psychologist, 20(12), 1007-1017.
Canter, L. (2005a). Program 2: Theories and models of learning [DVD presentation]. Proseminar: Leadership in teaching and learning. Los Angeles, CA: Laureate Education.
Canter, L. (2005b). Program 3: Interviews. [DVD]. In Canter & Associates, Qualitative Research. Los Angeles, CA: Solution Tree.
Center for Information and Research on Civic Learning and Engagement (CIRCLE). (2003). The civic mission of schools. College Park, MD: Carnegie Corporation of New York and The Center for Information and Research on Civic Learning and Engagement. Retrieved from http://www.civicyouth.org/
Center for Information and Research on Civic Learning and Engagement (CIRCLE). (2007). Around research and practice. College Park, MD: Author. Retrieved from http://www.civicyouth.org/
Cochran-Smith, M., & Lytle, S. L. (2001). Beyond certainty: Taking an inquiry stance on practice. In A. Lieberman & L. Miller (Eds.), Teachers caught in the action: Professional development that matters (pp. 45-58). NY: Teachers College Press.
Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: SAGE.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: SAGE.
Dantonio, M. (2001). Collegial coaching: Inquiry into the teaching self (2nd ed.). Bloomington, IN: Phi Delta Kappa.
Davila, A., & Mora, M. (2007). An assessment of civic engagement and educational attainment. College Park, MD: The Center for Information and Research on Civic Learning and Engagement.
DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree.
Farris-Berg, K., & Granofsky, S. (2008). Students speak out.org: A social network for youth civic engagement. Journal of Media Literacy, 55(3), 34-35. Retrieved from http://journalofmedialiteracy.org/
Furco, A. (2007). Advancing youth academic success, school engagement, and international leadership through service learning. In Growing to greatness. St. Paul, MN: National Youth Leadership Council.
Gardner, H. (1995). Reflections on multiple intelligences: Myths and messages. Phi Delta Kappan, 77 (3), 200-203. Retrieved from http://www.kappanmagazine.org/
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Gibson, S., & McKay, R. (2001). What constructivist theory and brain research may offer social studies. Canadian Social Studies, 35(4). Retrieved from www.quasar.ualberta.ca/css
Glickman, C., & Alridge, D. (2001). Going public: The imperative of public education in the 21st century. In A. Lieberman & L. Miller (Eds.), Teachers caught in the action: Professional development that matters (pp. 12-22). NY: Teachers College Press.
Hatch, J. A. (2002). Doing qualitative research in education settings. Albany, NY: State University of New York Press.
Helms, S., & Marcelo, K. (2007). Youth volunteering in the states: 2002 to 2006. College Park, MD: The Center for Information and Research on Civic Learning and Engagement. Retrieved from http://www.civicyouth.org/
Hirsch, S. (2006). Assessment inventory measures professional development quality. National Staff Development Council, 27(2), 63-64. Retrieved from http://www.learningforward.org/news/jsd/index.cfm
Jennings, M. (2001). Two very special service-learning projects. Phi Delta Kappan, 82, 474. Retrieved from http://www.kappanmagazine.org/
Karasik, R. (2006). Thriving in academe: Successful service-learning. NEA Higher Advocate, 23, 5-8. Retrieved from http://www.nea.org/home/1823.htm
Kaye, C. B. (2004). Part one. In The complete guide to service-learning: Proven, practical ways to engage students in civic responsibility, academic curriculum, and social action (pp. 1-15). Minneapolis, MN: Free Spirit.
Keeter, S., Zukin, C., Andolina, M., & Jenkins, K. (2002). The civic and political health of the nation: A generational portrait. College Park, MD: The Center for Information and Research on Civic Learning and Engagement. Retrieved from http://www.civicyouth.org/
Killion, J., & Harrison, C. (2005). 9 roles of the school-based coach: Complex job is a mix of teacher, leader, change agent, facilitator. Teachers Teaching Teachers for a Dynamic Community of Teacher Leaders, 1(1), 1-16. Retrieved from http://www.teacherleaders.org/node/1136
Killion, J., & Harrison, C. (2006). Role: Instructional specialist. Teachers Teaching Teachers for a Dynamic Community of Teacher Leaders, 1(6), 1-9. Retrieved from http://www.teacherleaders.org/node/1136
Kleiner, B., & Chapman, C. (2000). National Center for Education Statistics. Washington, DC: U.S. Department of Education.
Klopp, C., Toole, P., & Toole, J. (2001). Pondering learning: Connecting multiple intelligences and service-learning. Clemson, SC: National Dropout Prevention Center, Clemson University.
Knight, J. (2004). Instructional coaches make progress through partnership: Intensive support can improve teaching. National Staff Development Council, 25(2), 32-37. Retrieved from http://www.learningforward.org/news/jsd/index.cfm
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To access materials from this session please click on the file link(s) below:
Examining perceptions of middle school students and their educators about their service-learning experiences
Anita Stewart McCafferty, Assistant Principal, Mattanawcook Junior High School [amccafferty@rsu67.org]
Keywords: Phenomenology, rural middle school youth, community partners, professional development
Conference track: K-12 civic and learning outcomes
Format: Poster presentation
Summary
This phenomenological study was designed to discover how rural, middle school youth and their educators who experience service-learning projects perceive their effects to be on their school and community lives. The study describes: (a) how youth, their educators, and community partners who experience service learning perceive its effects on themselves, their schools, and their community lives, and (b) how professional development opportunities need to be structured in order to encourage high quality civics education instruction.
This study relied heavily upon in-depth interviews of nine middle school students, six middle school educators, and one community partner. This study explored the perceptions and experiences of rural middle school students and their educators around service-learning projects and explored the following research questions:
This study uses two theories as its conceptual framework: Dewey’s Theory of Democracy and Constructivist Learning Theory. The findings suggest that rural middle school students, their educators, and community partners shared a common definition of service-learning, in which the following four defining qualities emerged: authentic needs are met; learning is applied outside of the classroom; academic knowledge and skills are learned; and civic learning/volunteerism is embedded in the experience.
Findings from this study support the need for ample opportunities for youth to engage in democratic experiences, practice citizenship skills, and enhance these lifelong skills in ways that empower youth to make a positive difference in their communities. Effective civic education programs are needed to ensure that schools are fulfilling the civic missions of public education.
References
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Bennett, L. (2008). Civic learning in changing democracies: Challenges for citizenship and civic education. Journal of Media Literacy, 55(3), 6–7. Retrieved from http://journalofmedialiteracy.org/
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Billig, S. H., & Root, S. (2006). Maximizing civic commitment through service-learning: Case studies of effective high school classrooms. In K. Casey, G. Davidson, S. Billig, & N. Springer (Eds.), Advancing knowledge in service-learning: Research to transform the field (pp. 17-44). Greenwich, CT: Information Age.
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Brown, E., & Howard, B. (2005). Becoming culturally responsive teachers through service-learning: A case study of five novice classroom teachers. Multicultural Education, 12(4), 2-8. Retrieved from http://www.eric.ed.gov/PDFS/EJ727793.pdf
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Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: SAGE.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: SAGE.
Dantonio, M. (2001). Collegial coaching: Inquiry into the teaching self (2nd ed.). Bloomington, IN: Phi Delta Kappa.
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Farris-Berg, K., & Granofsky, S. (2008). Students speak out.org: A social network for youth civic engagement. Journal of Media Literacy, 55(3), 34-35. Retrieved from http://journalofmedialiteracy.org/
Feger, S., Woleck, K., & Hickman, P. (2004). How to develop a coaching eye. Journal of the National Staff Development Council, 25(2), 14-18. http://www.learningforward.org/news/jsd/index.cfm
Fredericks, L., & Billig, S. (2008). Meaningful service. RMC Research Corporation. Retrieved from http://www.servicelearning.org/filemanager/download/8311_meaningful_service.pdf
Furco, A. (2007). Advancing youth academic success, school engagement, and international leadership through service learning. In Growing to greatness. St. Paul, MN: National Youth Leadership Council.
Gardner, H. (1995). Reflections on multiple intelligences: Myths and messages. Phi Delta Kappan, 77 (3), 200-203. Retrieved from http://www.kappanmagazine.org/
Gardner, H. (2004). Audiences for the theory of multiple intelligences. Teachers College Record, 106(1), 212-220. Retrieved from http://www.tcrecord.org/
Gibson, S., & McKay, R. (2001). What constructivist theory and brain research may offer social studies. Canadian Social Studies, 35(4). Retrieved from www.quasar.ualberta.ca/css
Glickman, C., & Alridge, D. (2001). Going public: The imperative of public education in the 21st century. In A. Lieberman & L. Miller (Eds.), Teachers caught in the action: Professional development that matters (pp. 12-22). NY: Teachers College Press.
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Helms, S., & Marcelo, K. (2007). Youth volunteering in the states: 2002 to 2006. College Park, MD: The Center for Information and Research on Civic Learning and Engagement. Retrieved from http://www.civicyouth.org/
Hirsch, S. (2006). Assessment inventory measures professional development quality. National Staff Development Council, 27(2), 63-64. Retrieved from http://www.learningforward.org/news/jsd/index.cfm
Janesick, V.J. (2004). Stretching exercises for qualitative researchers (2nd ed.). Thousand Oaks, CA: SAGE.
Jennings, M. (2001). Two very special service-learning projects. Phi Delta Kappan, 82, 474. Retrieved from http://www.kappanmagazine.org/
Karasik, R. (2006). Thriving in academe: Successful service-learning. NEA Higher Advocate, 23, 5-8. Retrieved from http://www.nea.org/home/1823.htm
Kaye, C. B. (2004). Part one. In The complete guide to service-learning: Proven, practical ways to engage students in civic responsibility, academic curriculum, and social action (pp. 1-15). Minneapolis, MN: Free Spirit.
Keeter, S., Zukin, C., Andolina, M., & Jenkins, K. (2002). The civic and political health of the nation: A generational portrait. College Park, MD: The Center for Information and Research on Civic Learning and Engagement. Retrieved from http://www.civicyouth.org/
Killion, J., & Harrison, C. (2005). 9 roles of the school-based coach: Complex job is a mix of teacher, leader, change agent, facilitator. Teachers Teaching Teachers for a Dynamic Community of Teacher Leaders, 1(1), 1-16. Retrieved from http://www.teacherleaders.org/node/1136
Killion, J., & Harrison, C. (2006). Role: Instructional specialist. Teachers Teaching Teachers for a Dynamic Community of Teacher Leaders, 1(6), 1-9. Retrieved from http://www.teacherleaders.org/node/1136
Kleiner, B., & Chapman, C. (2000). National Center for Education Statistics. Washington, DC: U.S. Department of Education.
Klopp, C., Toole, P., & Toole, J. (2001). Pondering learning: Connecting multiple intelligences and service-learning. Clemson, SC: National Dropout Prevention Center, Clemson University.
Knight, J. (2004). Instructional coaches make progress through partnership: Intensive support can improve teaching. National Staff Development Council, 25(2), 32-37. Retrieved from http://www.learningforward.org/news/jsd/index.cfm
Lambert, L. (2002). A framework for shared leadership. Educational Leadership, 59(8), 37-40. Retrieved from http://www.ascd.org/publications/educational-leadership.aspx
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